1665
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
THE PSYCHOLOGY OF LANGUAGE LEARNING: WHAT MAKES ENGLISH HARD
FOR UZBEK SPEAKERS?
Rahmatullayeva Madina Fatxullayevna
Student, Tashkent Institute of Economics and Pedagogy
Sabirova Zebo Baxramovna
Scientific supervisor
https://doi.org/10.5281/zenodo.15788325
Abstract.
Learning a new language involves a complex interplay of cognitive, emotional,
and social factors. For Uzbek speakers, acquiring English presents unique psychological and
linguistic challenges shaped by differences in grammar, pronunciation, writing systems, and
cultural contexts. Understanding these difficulties from a psychological perspective can help
learners, teachers, and curriculum developers create more effective strategies for mastering
English.
Key words:
Linguistic, challenging, articles, fundamental, cognitive load, subject-verb-
object, native language, grammatical feature, phonogical challenges, word order.
Grammatical and syntactic differences:
Grammatically, English and Uzbek are quite
different:
•
Word Order
: Uzbek typically uses Subject-Object-Verb (SOV) order, while English uses
Subject-Verb-Object (SVO). This reversal can cause confusion in sentence construction.
•
Articles
: English articles (
a, an, the
) are notoriously difficult for Uzbek speakers because
Uzbek doesn’t use articles. Learners must grasp abstract distinctions like definiteness and
specificity, which are not marked in their native grammar.
•
Tense and aspect
: English verb tenses are more complex and nuanced than those in
Uzbek. Uzbek conveys time mostly through aspect and context, while English requires precise
tense forms (e.g.,
I have eaten
vs.
I ate
), which can feel redundant and confusing.
These differences create a psychological challenge in “rewiring” the learner’s linguistic
habits, leading to errors that are difficult to self-correct without sustained practice.
Linguistic differences and cognitive load:
One of the primary reasons English is
challenging for Uzbek speakers is the structural differences between the two languages. Uzbek, a
Turkic language, is agglutinative and follows a subject-object-verb (SOV) word order, whereas
English is an Indo-European language with a subject-verb-object (SVO) structure. This
fundamental difference requires learners to reorganize how they think about sentence formation,
which increases cognitive load and slows down fluency development. English also uses articles
(
a
,
an
,
the
), which do not exist in Uzbek. The absence of this grammatical feature in the native
language makes it difficult for learners to grasp the correct usage and often leads to errors or
omission, affecting sentence accuracy and meaning.
Phonogical challenges and pronunciation anxiety: English phonology contains sounds
unfamiliar to Uzbek speakers. For example, English distinguishes between the sounds /θ/ and /ð/
(as in
think
and
this
), which do not occur in Uzbek. Uzbek speakers often substitute these with /t/
or /d/, leading to misunderstandings. The intonation patterns and stress placement in English also
differ significantly, contributing to pronunciation difficulties. These challenges can cause what
psychologists call
pronunciation anxiety
, where learners become self-conscious or fearful about
speaking, further hindering oral practice and confidence.
Alphabet and writing system barriers: Uzbek is written in a Latin-based alphabet similar
1666
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
to English, but with additional letters representing specific sounds. However, English spelling is
notorious for its irregularities and exceptions. The inconsistency between English spelling and
pronunciation demands more effort from Uzbek learners to decode words, which can slow down
reading fluency and increase frustration.
Cultural and psychological factors: Language learning is deeply tied to cultural identity
and motivation. Uzbek learners might experience a psychological barrier called
language
anxiety
, which involves fear of making mistakes, embarrassment, or negative self-assessment.
This anxiety can reduce motivation and impair memory retention. Moreover, the communicative
styles differ: Uzbek culture values politeness and indirectness, whereas English communication
can be more direct. This difference may cause misunderstandings or a sense of discomfort when
learners attempt to participate in English conversations.
Uzbek’s grammatical structure is based on subject
-object-verb (SOV) order, while
English predominantly uses subject-verb-object (SVO) order. This difference requires Uzbek
learners to mentally rearrange sentence components, which involves significant cognitive effort
and often results in errors during spontaneous speech or writing. For example:
•
Uzbek:
Men kitob o‘qiyman
(I book read)
•
English:
I read a book
Switching between these structures can lead to confusion and longer processing times,
especially in real-time communication.
Transfer and interference: From a psychological standpoint, learners often rely on their
native language as a reference point
—
a phenomenon called
language transfer
. While transfer
can be helpful, negative transfer or interference occurs when Uzbek grammar or vocabulary
mistakenly influences English usage. For example, Uzbek does not use the verb
to be
in the
present tense as English does, leading to errors like “He teacher” instead of “He is a teacher.”
Cognitive strategies and metalinguistic awareness: Despite challenges, Uzbek speakers
can leverage their cognitive strengths in language learning. Awareness of linguistic differences
encourages the use of
metalinguistic skills
, allowing learners to consciously analyze language
rules and exceptions. Educators can support this by explicitly teaching contrasts between Uzbek
and English, helping students develop strategies to manage difficult areas.
The role of motivation and exposure: Psychological research highlights that motivation
—
both intrinsic (personal interest) and extrinsic (career goals)
—
plays a crucial role in overcoming
language difficulties. Regular exposure to English through media, conversation, and reading
helps reinforce learning and reduces anxiety by increasing familiarity.
Tense and aspect systems: English has a more complex system of tenses and aspects
(simple, continuous, perfect, perfect continuous), which often do not have direct equivalents in
Uzbek. Uzbek expresses time differently, often using contextual clues rather than verb
conjugations. This leads to difficulty understanding and using correct English verb forms,
causing frequent mistakes like:
I am go to school
instead of
I am going to school.
Articles and determiners: The use of definite (
the
) and indefinite (
a, an
) articles in
English is particularly challenging because Uzbek lacks this grammatical category. Learners
struggle to determine when and how to use articles correctly, often omitting them or using them
inaccurately, which can affect the clarity of their messages.
Phonetics and pronunciation challenges: English contains phonemes absent in Uzbek,
such as the dental fricatives /θ/ and /ð/ (e.g.,
think
,
this
). Uzbek speakers often replace these
sounds with /t/ or /d/, which may lead to misunderstandings. Additionally, English stress-timed
1667
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
rhythm and intonation patterns differ from the syllable-timed rhythm of Uzbek, making natural-
sounding pronunciation difficult to achieve.
Writing system and orthographic depth: While Uzbek and English both use Latin
alphabets, English spelling is highly irregular and inconsistent. The opaque relationship between
English spelling and pronunciation increases cognitive load, making vocabulary acquisition and
reading fluency slower and more frustrating for Uzbek learners. Many Uzbek learners experience
language anxiety, which encompasses fear of making mistakes, being judged, or speaking in
public. This anxiety can hinder speaking practice and reduce overall participation in language
learning activities, limiting improvement. Motivation plays a pivotal role in language
acquisition. Uzbek learners motivated by academic or professional goals (extrinsic motivation)
often have more sustained learning efforts. However, intrinsic motivation, such as genuine
interest in English culture or literature, can significantly enhance engagement and retention.
Uzbek culture tends to value politeness, formality, and indirect communication, which
can conflict with English’s more direct and explicit style. This difference can cause learners to
feel uncertain about when and how to participate in discussions or debates, potentially limiting
their communicative competence. Language transfer occurs when learners apply rules from their
native language (L1) to the target language (L2). Positive transfer helps learning when structures
are similar. Negative transfer or interference, however, causes errors when Uzbek patterns are
incorrectly applied to English, such as omission of the verb
to be
in sentences. Language
learning requires substantial working memory resources to process unfamiliar vocabulary,
grammar, and pronunciation patterns simultaneously. The unfamiliarity of English grammar
increases cognitive load for Uzbek speakers, often resulting in slower speech production and
comprehension.
Brain processing differences: L1 Uzbek speakers process language using neural networks
optimized for Turkic languages, which differ in phonology and syntax from English. Learning
English involves creating new neural pathways, which requires intensive practice and time,
especially for complex features like English’s irregular verbs and stress patterns.
Limited exposure to English: In many parts of Uzbekistan, English exposure outside the
classroom is limited. Unlike learners in countries where English is commonly used in media,
business, or daily life, Uzbek learners may have fewer opportunities to practice listening and
speaking in natural contexts. This limited immersion slows down language acquisition and can
reduce motivation. Individual differences in learning styles: Some Uzbek learners might prefer
visual learning, others auditory or kinesthetic. Understanding their preferred style can help
teachers tailor instruction, for example, using videos for visual learners or interactive dialogues
for kinesthetic learners to make English more accessible. Metacognitive awareness and self-
regulation: Successful language learners often develop metacognitive skills
—
the ability to plan,
monitor, and evaluate their own learning. Uzbek learners who cultivate self-regulation
techniques (setting goals, seeking feedback, practicing regularly) tend to overcome obstacles
more effectively.
Academic vocabulary and register: Academic English requires understanding complex
vocabulary and formal expressions, which differ greatly from everyday spoken English and from
Uzbek academic conventions. This gap can be intimidating and requires explicit vocabulary
instruction and practice. Writing skills and cohesion: Writing in English involves specific
discourse markers, cohesive devices, and argument structures that may not align with Uzbek
writing traditions. Learners struggle with essay organization, paragraph linking, and referencing,
1668
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6
which can affect their academic success.
Use of language learning apps and online resources: Modern technologies provide Uzbek
learners access to interactive platforms (Duolingo, BBC Learning English, etc.) that offer
customized learning experiences, immediate feedback, and opportunities for speaking and
listening practice outside the classroom. Overcoming negative beliefs. Some Uzbek learners hold
fixed beliefs about their ability to learn English (“I’m not good at languages”). Encouraging a
growth mindset
—
the belief that abilities improve with effort
—
fosters persistence and
resilience, which are crucial for mastering a difficult language like English. Managing language
learning stress: Techniques such as mindfulness, positive self-talk, and relaxation exercises can
help learners manage stress related to language tests, speaking anxiety, or academic pressures.
Conclusion:
The psychology of language learning reveals that English poses specific
challenges for Uzbek speakers due to linguistic differences, pronunciation difficulties, writing
system irregularities, and cultural factors. By understanding these obstacles, educators and
learners can develop targeted strategies that reduce anxiety, promote confidence, and enhance
effective acquisition of English. Combining cognitive awareness with motivation and exposure
can transform difficulties into opportunities for success.
Mastering English as an Uzbek speaker is a multifaceted challenge involving linguistic
hurdles, cognitive demands, cultural adjustments, and emotional regulation. Addressing these
from multiple angles
—
sociolinguistic, neurocognitive, psychological, and pedagogical
—
offers a comprehensive roadmap for learners and educators. Embracing technology, fostering
positive attitudes, and applying effective teaching strategies can transform difficulties into
growth and success.
REFERENCES
1.
Cook, V.
Second language learning and language teaching
(5th ed.). Routledge, 2016.
2.
Ellis, R.
The study of second language acquisition
(2nd ed.). Oxford University Press,
2008.
3.
Lightbown, P. M., & Spada, N.
How languages are learned
(4th ed.). Oxford University
Press, 2013.
4.
Odilova, M. A. Challenges faced by Uzbek EFL learners in acquiring English
pronunciation.
Scientific Bulletin of Namangan State University
, 2(3), 134
–
139, 2020.
5.
Krashen, S. D.
Principles and practice in second language acquisition
. Pergamon Press,
1982.
6.
Nation, I. S. P.
Learning vocabulary in another language
. Cambridge University Press,
2001.
7.
harifov, I. The influence of Uzbek phonological system on learning English
pronunciation.
International Journal of Language Education
, 3(1), 45
–
54, 2019.
